Rethink Teacher Learning in Assessment

Preparing Teachers for the Age of Accountability

What is this study about?

The purpose of this study is to examine pre-service assessment education in an effort to better support initial teachers in assessing student learning. Specifically, this research has explored the value of various approaches to assessment education by researching a range of program structures, assessment course curricula, and pre-service pedagogies across Canada, England, Australia, New Zealand, Germany, and the United States.

Why is this study important?

Within the current standards-based and accountability framework of public education, teachers are increasing required to develop and use reliable assessments to monitor, support, and report on student learning. As demands for teacher assessment literacy increase, there is a need to understand how teachers develop their knowledge, skills, and confidence in classroom assessments. Unfortunately, research in this area has been limited resulting in variable models of assessment education within pre-service programs. The purpose of this research is to provide empirical data to inform pre-service education that effectively prepares teachers for the age of accountability.

Selected Journal Publications

DeLuca, C., Bolden, B., & Chan, J. (2017). Systematic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.

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LaPointe, D., DeLuca, C., & Klinger, D. (2017). Supporting evidence-use in networked professional learning: The role of the middle leader. Educational Research, Special Issue: Evidence-informed Practice in Education, 59(2), 136-153.

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DeLuca, C., & Volante, L. (2016). Assessment for learning in teacher education programs: Navigating the juxtaposition of theory and praxis. Journal of the International Society for Teacher Education, 20(1), 19-31.

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DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015) Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640-670.
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DeLuca, C., Klinger, D., Pyper, J., Shulha, L., & Woods, J. (2015). Building school district capacity in assessment for learning: A study on the effectiveness of an instructional rounds professional learning approach. Assessment in Education: Principles, Policy and Practice, 22(1), 122-139.

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DeLuca, C., & Lam, C. (2014). Preparing teachers for assessment within diverse classrooms: An analysis of teacher candidates’ readiness. Teacher Education Quarterly, 41(3). 3-24.

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DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64(4), 356-372.
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DeLuca, C., Chavez, T., Cao, C., & Bellara, A. (2013). Changing Conceptions of Assessment: Pedagogies for Pre-service Assessment Education. The Teacher Educator, 48(2), 128-142.

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DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Teacher Education Yearbook XXI: A Special Issue of Action in Teacher Education, 34(5/6), 576-591.

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DeLuca, C., Chavez, T., & Cao, C. (2012). Establishing a foundation for valid teacher judgments: The role of pre-service assessment education. Assessment in Education: Principles, Policy and Practice, Special Issue: Moderation Practice and Teacher Judgment, 20(1), 107-126.

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Klinger, D. A., Volante, L., & DeLuca, C. (2012). Building teacher capacity within the evolving assessment culture in Canadian Education. Policy Futures in Education, Special Issue: Developing Sustainable Assessment Cultures in School Learning Organisations, 10(4), 447-460.

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DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.
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DeLuca, C., Klinger, D. A., Searle, M., & Shulha, L. M. (2010). Developing a curriculum for assessment education. Assessment Matters, 2, 20-42.

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